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Running head: STANDARDS CROSSWALK TABLE NARRATIVE 1

NURS 101 Standards Crosswalk Narrative

Whitney Hyde

SUNY Delhi

NURS 602, Curriculum Development and Instructional Design

Dr. Quartuccio

September 21, 2018


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Abstract

Introduction to Nursing, NURS 101, is a course in the Associate Nursing degree program (ADN)

at SUNY Delhi. The SUNY Delhi’s ADN program is accredited by the Accreditation

Commission for Education in Nursing (ACEN). The course includes three student learning

outcomes; students should understand the various roles of nursing professionals and how to

collaborate with other healthcare members, understand current treads and ethical and legal

concepts related to healthcare, and apply the nursing process and Maslow Hierarchy of Needs

across the lifespan (SUNY Delhi, 2018). The student learning outcomes align with several of the

program outcomes, ACEN guidelines, and Quality and Safety Education for Nurses (QSEN)

competencies.
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NURS 101 Standards Crosswalk Narrative

In NURS 101, Introduction to Nursing, there are three student learning outcomes and

four program outcomes. Each one of the student learning outcomes aligns with only one of the

program outcomes. In the course syllabus, student learning outcomes are measured by lectures,

discussions, case studies, and independent and group writing projects (SUNY Delhi,

2018). The first student learning outcome, to provide safe and competent nursing care by

understanding the various roles of nursing professionals in collaboration with other members of

the healthcare team, can be achieved through lectures, class discussions, and projects (SUNY

Delhi, 2018). This student learning outcome aligns with the course outcome to focus on safety

and quality for the patient through professional collaborative communication because both

outcomes are focused on patient safety through the healthcare team’s ability to communicate and

work together. The second student learning outcome for this course is for students to describe

current ethical and legal concepts related to healthcare and it can be achieved through lectures,

discussions, case studies, and writing projects (SUNY Delhi, 2018). This student learning

outcome aligns with the course outcome that discusses current trends on ethical and legal

concepts related to healthcare issues because both outcomes focus on ethical and legal concepts

and current healthcare issues (SUNY Delhi, 2018). The final student learning outcome in NURS

101 is for students to be able to apply the nursing process principles and use Maslow Hierarchy

of Needs to care for patients across the left span (SUNY Delhi, 2018). Activities that can help

students achieve this learning outcome are lectures, discussions, and group writing projects. This

student outcome is congruent with the course outcome, examine the nursing process and Maslow

Hierarchy of Needs across the lifespan because both outcomes look at the patient’s life span and
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apply the Maslow Hierarchy of Needs (SUNY Delhi, 2018). The student outcomes were aligned

with the course outcomes that were the most similar and had the same learning goal.

ACEN Standards and Student Learning Outcomes

In the ACEN for Curriculum, Standard 4, curriculum is defined as supporting the

achievement of student learning outcomes and program outcomes that is consistent with safe

practice in the healthcare setting (ACEN, 2017). Many of the ACEN curriculum standards were

met by the student learning outcomes and syllabus. The only standards that were not met were

the standards that included practicum or clinical experiences because NURS 101 did not have

clinical experiences in the student learning outcomes. The ACEN Standards for Curriculum met

by the course were

 4.1 Consistent with contemporary practice, the curriculum incorporates established


professional nursing standards, guidelines, and competencies and has clearly articulated end-
of-program student learning outcomes.
 4.2 The end-of-program student learning outcomes are used to organize the curriculum,
guide the delivery of instruction, and direct learning activities.
 4.3 The curriculum is developed by the faculty and regularly reviewed to ensure integrity,
rigor, and currency.
 4.4 The curriculum includes general education courses that enhance professional nursing
knowledge and practice.
 4.5 The curriculum includes cultural, ethnic, and socially diverse concepts and may also
include experiences from regional, national, or global perspectives.
 4.6 The curriculum and instructional processes reflect educational theory,
interprofessional collaboration, research, and current standards of practice.
 4.7 Evaluation methodologies are varied, reflect established professional and practice
competencies, and measure the achievement of the end-of-program student learning
outcomes.
 4.11 Learning activities, instructional materials, and evaluation methods are appropriate
for all delivery formats and consistent with the end-of-program student learning outcomes.
(ACEN, 2017, p. 3).

The student learning outcomes reflected these ACEN Curriculum standards because they were

consistent with current nursing professional standards, they helped direct the organization of the

curriculum, they enhanced professional nursing knowledge, they included ethical and culture
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considerations, they included interprofessional collaboration, and the learning activities were

appropriate to achieve the student learning outcomes. The first student learning outcome aligned

with the ACEN Curriculum Standards 4.1, 4.2, 4.3, 4.4, .4.6, 4.7, and 4.11; the second student

learning outcome aligned with 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, and 4.11; the third student learning

outcome aligned with 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7, and 4.11 (ACEN, 2017).

Student Learning Outcomes Related to QSEN Competencies

The Quality and Safety Education for Nurses (QSEN) competencies are designed to

challenge future nurses and prepare them to have the knowledge, skills, and attitudes in Patient-

Centered Care, Teamwork and Collaboration, Evidence-based Practice (EBP), Quality

Improvement (QI), Safety, and Informatics required to improve the quality and safety of the

healthcare system that they work in (QSEN, 2018). Each one of the student learning outcomes

related to one or more of the QSEN competencies. The first student learning outcome related

to Patient-Centered Care, Teamwork and Collaboration, Quality Improvement,

Safety, and Informatics (QSEN, 2018). This student learning outcome related to

these five QSEN competencies because it focused on providing care based on the patient’s

needs, working with interprofessional teams to provide quality patient care, improving the

quality of the healthcare system, minimizing harm and patient risks by communicating with the

healthcare team, and using communication and information to support patient care decision

making (QSEN, 2018). The second student learning outcome met four of the QSEN

competencies, Patient-Centered Care, Evidence-Based Practice, Safety, and Informatics. The

second student learning outcome met these four QSEN competences because it focused on

providing ethical and legal care to patients, using current trends and ethical and legal concepts to

provide care, reducing risk caused to patients by having current knowledge on legal and ethical
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practices, and ensuring that patient informatics is legal and ethical (OSEN, 2018). The third

student learning outcome related to two of the QSEN competencies, Patient-Centered

Care and Evidence-Based Practice. This student learning outcome related

to these competencies by focusing on providing patient care based on the patient’s

needs throughout their life span and by using current evidence-based nursing practices to deliver

optimal patient care (QSEN, 2018). Each six QSEN competences were met by the three student

learning outcomes in NURS 101.

Failing Grade on Assignment

Student learning outcomes are achieved and evaluated by learning activities. If students

fail an assignment that reflects a student learning outcome, it means that one student learning

outcome is not being met. For example, if students had to write a paper on current ethical and

legal concepts in healthcare and majority of students received a failing grade on this assignment,

this would mean that the second student learning outcome in NURS 101 is not being met. There

could be many causes of why students were unsuccessful on the writing assignment

including unclear assignment directions, poor writing skills, unclear grading expectations,

and insufficient time to complete the assignment (Kirkpatrick & DeWitt, 2016). One study

found that undergraduate nursing students needed assistance when developing their academic

literacy skills and instructors should not assume that students have academic literacy skills when

starting their ADN program (Jefferies et al., 2018). As a result of a large percentage of the class

failing the learning activity, it is important that the writing assignment is re-evaluated and

redesigned to ensure that it is a successful learning activity for the second student learning

outcome. The assignment instructions and grading rubric should also be reviewed to ensure that

they are clear and easily understandable for students.


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ACEN Guidelines

When student learning outcomes are not being met by the course learning activities, the

ACEN guidelines are also not being met. The second student learning outcome for NURS 101

is understanding current trends and ethical and legal concepts related to healthcare (SUNY Delhi,

2018). If students are unsuccessful on a learning activity related to this student learning

outcome, the ACEN Curriculum standards that are in danger of not being met are 4.1, 4.2, 4.4,

4.5, 4.6, 4.7, and 4.11. The ACEN standard that is the most in danger of not being met is

4.11: Learning activities, instructional materials, and evaluation methods are appropriate for all

delivery formats and consistent with the end-of-program student learning outcomes (ACEN,

2017). If many of the students fail the learning activity for the second student learning outcome,

the ACEN standard curriculum 4.11 is not being met because the learning activity was not

appropriate for the evaluation of the second student learning outcome. Students were

unsuccessfully at describing current trends and ethical and legal concepts related to healthcare

issues and therefore, were not able to meet this learning outcome through this assignment.

QSEN Competencies

The QSEN competencies that are at risk for not being met by the unsuccessful writing

assignment on the second student learning outcome are Patient-Centered Care, Evidence-Based

Practice, Safety, and Informatics. Many of the students were unsuccessful in describing current

trends and ethical and legal concepts related to healthcare issues and as a result were not able to

identify current trends and ethical and legal concepts specific to patient care, describe current

evidence on legal and ethical practices in nursing, identify safe legal nursing practice for

reducing patient risk, and provide legal and ethical information on informatics related to patient

care (QSEN, 2017). The QSEN competency most at risk of not being met is Safety. Safety is not
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being met by the unsuccessful learning activity for the second student learning outcome because

the Safety competency focuses the most on providing legal and ethical care for patients to reduce

patient harm.

Solutions for Unmet Learning Outcome

There are several solutions that could address the failing student learning outcome

writing assignment. When papers and essays are used as a learning outcome evaluation, the

reliability of the grading can be an issue (Kirkpatrick & DeWitt, 2016). If a large percentage of

the class received a failing grade on the writing assignment, it may be beneficial for another

instructor to review the papers and anonymously grade them. By having another instructor grade

the papers, there is increased objectivity of the grading (Kirkpatrick & DeWitt, 2016). Instructors

should provide constructive feedback on the papers to facilitate critical thinking and help

students better understand the student learning outcomes (Jefferies et al., 2018). Majority of the

grade for this assignment should be based on content and whether the student was able to

describe current trends and ethical and legal concepts in the healthcare setting instead of being

heavily graded on writing style. Course grades do not always reflect learned outcomes, course

grades are often subjective and insufficient at evaluating student learning outcomes (Ellis, 2016).

Therefore, it is important that multiple learning activities are used to evaluate the student

learning outcomes. There are other learning activities in NURS 101 to evaluate the second

student learning outcome including lectures, discussions, and case studies. To evaluate student

learning outcomes, multiple choice examinations are recommended because they provide reliable

and rapid quantitative data for individual student and class evaluation (Ellis, 2016). It is

important that student learning outcomes are taught and evaluated through appropriate

learning activities to ensure that all student learning outcomes, ACEN, and QSEN competencies
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are being met. When students fail an assessment, they are not just failing the assignment, but

they are also not meeting learning outcomes, ACEN guidelines, and QSEN competencies.
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References

ACEN. (2017). ACEN 2017 standards and criteria associate. Retrieved from

http://www.acenursing.net/manuals/sc2017_A.pdf

Ellis, P. (2016). Systematic program evaluation. In Billings, D., & Halstead, J. (Eds.). Teaching

and Learning, a Guide for Faculty (5th ed.). (pp. 463-507). St. Louis, Missouri: Elsevier

Jefferies, D., McNally, S., Roberts, K., Wallace, A., Stunden, A., D’Souza, S., & Glew, P.

(2018). Review: The importance of academic literacy for undergraduate nursing students

and its relationship to future professional clinical practice: A systematic review. Nurse

Education Today, 60, 84–91. https://doi.org/10.1016/j.nedt.2017.09.020

Kirkpatrick, J. M. & Dewitt, D. A. (2016). Strategies for evaluating learning outcomes. In

Billings, D., & Halstead, J. (Eds.). Teaching and Learning, a Guide for Faculty (5th

ed.). (pp. 398-422). St. Louis, Missouri: Elsevier

QSEN. (2018). QSEN competences: Overview. Retrieved from

http://qsen.org/competencies/pre- licensure-ksas/

SUNY Delhi. (2018). NURS 101 introduction to nursing. Retrieved from

https://moodle.delhi.edu/mod/data/view.php?d=648&perpage=10&search=nur&sort=0

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